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1
Billett, Stephen, Jennifer Newton, Gary Rogers, and Christy Noble, eds. Augmenting Health and Social Care Students’ Clinical Learning Experiences. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05560-8.
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Mundt, Mary Hollahan. The conceptualization and organization of clinical learning experiences in the baccalaureate nursing curriculum. 1986.
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Cushinberry, Aletha J. STRESS IN BACCALAUREATE NURSING STUDENTS ASSOCIATED WITH CLASSROOM AND CLINICAL LEARNING EXPERIENCES (STATE-TRAIT ANXIETY). 1986.
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Kosowski, Margaret Mary Rubritz. CLINICAL LEARNING EXPERIENCES AND PROFESSIONAL NURSE CARING: A CRITICAL PHENOMENOLOGICAL STUDY OF FEMALE BACCALAUREATE NURSING STUDENTS. 1993.
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Coetzer, Rudi. Notebook of a New Clinical Neuropsychologist: Learning Through Experience. Taylor & Francis Group, 2017.
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Coetzer, Rudi. Notebook of a New Clinical Neuropsychologist: Learning Through Experience. Taylor & Francis Group, 2017.
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Fregni, Felipe, and Ben M. W. Illigens, eds. Critical Thinking in Clinical Research. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199324491.001.0001.
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Critical Thinking in Clinical Research explains the fundamentals of clinical research in a case-based approach. The core concept is to combine a clear and concise transfer of information and knowledge with an engagement of the reader to develop a mastery of learning and critical thinking skills. The book addresses the main concepts of clinical research, basics of biostatistics, advanced topics in applied biostatistics, and practical aspects of clinical research, with emphasis on clinical relevance across all medical specialties. The goal of the book is to give a comprehensive and basic overview of the field of clinical research. This book has been designed on the experience of leading a large course in clinical research: the Principles and Practice in Clinical Research (PPCR), offered currently by Harvard T. H. Chan School of Public Health; it was written by PPCR collaborators together with PPCR faculty to reflect the collaborative learning concept of the course. The goal of this book is to provide a broad and applicable introduction into clinical research that allows the reader to understand, design, and conduct clinical research, specifically to critically read and understand scientific papers; to collect, analyze, and interpret research data in an unbiased fashion; to develop and design clinical studies; and to prepare, publish, and review scientific manuscripts. It is therefore written for scientists and clinicians who are new to the field of clinical research as well as those who wish to deepen, broaden, and update their clinical research skills.
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Hogans, Beth B., and Antje M. Barreveld, eds. Pain Care Essentials. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780199768912.001.0001.
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Pain Care Essentials targets the needs of primary care providers and entry-level healthcare professionals to understand pain. Based on the successful approach of examining four basic questions, this textbook addresses: What is pain? How is pain assessed? How is pain managed? and How does clinical context impact pain experience and management? Weaving together advances in science and clinical practice, this text covers the full spectrum from basic pain signaling mechanisms, psychology, and epidemiology, to clinical skills, treatment choices, and impacts on children, older adults, and those with substance use disorders, at a depth attuned to the foundations of clinical practice. Based on a learner-centered teaching philosophy; we believe that a deeper understanding of patient-centered pain care, including socioemotional development, enhances the clinical experience for patients, caregivers, and healthcare providers; leading to better outcomes, higher levels of patient satisfaction, and less provider burnout. Each chapter includes learning objectives, a clinical case, multiple choice questions, and selected references. Figures, tables, and textboxes enhance reader engagement. The goal is to deliver essential pain content that can be incorporated into an integrated curriculum preparing students for formative and summative assessments of core competencies in pain, as well as meeting the needs of the more experienced general reader seeking a quick update. Prepared by an interprofessional authorship team for an audience that includes physicians, nurse practitioners, physician assistants, pharmacists, and students of all healthcare professions, this work fills an important gap by focusing on pain as encountered by the broadest spectrum of healthcare practitioners.
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Minhaj, Mohammed, and Magdalena Anitescu, eds. Cardiac Anesthesia: A Problem-Based Learning Approach. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190884512.001.0001.
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Cardiac Anesthesia: A Problem-Based Learning Approach provides a comprehensive review of the dynamic and ever-changing field of cardiac anesthesia. Its problem-based format incorporates a vast pool of practical case-related questions as well as multiple choice questions at the end of the chapter. Each chapter starts with a case description, usually a compilation of several actual cases; it then branches out, through case-based questions, to increasingly complex situations. This structure is designed to create an authentic experience that mirrors working through the nuances of a complicated clinical scenario. The discussion sections that follow in each chapter offer a comprehensive approach to the chapter's subject matter, thus creating a modern, complete, and up-to-date medical review of that topic.
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Waterhouse, Hannah, Melanie Burton, and Julia Neal. E-learning as a medium for communication skills training. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0031.
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This chapter explores the use of e-learning as a format for training communication skills within a degree level module in non-malignant palliative care. It discusses the need for such training before evaluating the benefits e-learning has to offer as a learning tool in the healthcare context. It describes how a ‘blended learning’ approach was taken with one study day combined with online interactive learning materials. Online exercises such as ‘drag and drop’ were used to facilitate students’ learning, together with the use of videos, external online links, and reflective diaries. The development of a summative assignment is discussed and its need to assess students’ use of these skills in clinical practice. Finally, the future developments of the e-learning platform to further enrich the students’ learning experience are presented. These include the use of online forums, both synchronous and asynchronous, which encourage peer-to-peer and peer-to-tutor communication.
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Novara, Giacomo, Alexander Mottrie, Filiberto Zattoni, and Vincenzo Ficarra. Technology and prostatectomy. Edited by James W. F. Catto. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199659579.003.0067.
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Radical prostatectomy (RP) is the gold standard surgical treatment for patients with clinically localized prostate cancer and life expectancy more than 10 years. In the last decades, the desire to reduce the invasiveness of traditional retropubic RP has produced an increasing interest towards laparoscopic techniques, but acceptance was limited primarily because of the steep learning curve. Conversely, robot-assisted laparoscopic RP (RARP) had a rapid and wide diffusion in the world. Surgical technique for RARP is currently very well standardized and reported in the literature. According to the available data, the procedure can be performed routinely with a relatively small risk of complications and excellent functional outcomes. Clinical patient characteristics, surgical experience and technique, and cancer characteristics may affect the risk of complications as well as continence and potency recovery.
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Harrod, Molly, Sanjay Saint, and Robert W. Stock. A Safe, Supportive Environment. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190671495.003.0004.
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The 12 attendings all created a safe and supportive learning environment but used various strategies to do so. The attendings provide positive feedback and are completely engaged during rounds. They make themselves available to learners and are eager to help them. The attendings also get to know their learners on a personal level in order to build trusting relationships with their teams. The attendings admit their own mistakes and welcome challenges from learners, demonstrating their conviction that a mistake is a prime learning experience. Learners engage in clinical decision-making, knowing that their attending will support and protect them in case of an oversight.
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Arnold, Robert M., Anthony L. Back, Walter F. Baile, Kelly A. Edwards, and James A. Tulsky. The Oncotalk/Vitaltalk model. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0056.
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Clinicians can, with training, improve their communication skills. In this chapter, we describe an interactive, evidence-based method for teaching clinicians to communicate with seriously ill patients. The programme, Vitaltalk, emphasizes small-group teaching with simulated patients and immediate feedback to allow learners to practice how to give serious news, talk about goals of care, and about what is most important to dying patients. This chapter describes common evidence-based principles used in developing an advanced communication skills programme based on Oncotalk experiences, identifies unique aspects of the learning context within an intensive retreat structure, and illustrates the lessons learned that can be tested in other settings. The programme is effective in improving learners’ communication skills in clinical studies. The growth of this programme in multiple specialties is discussed, as are our plans for disseminating the programme in the future.
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Agid, Ofer, Thomas R. E. Barnes, Majella Byrne, Araba Chintoh, Christoph U. Correll, Siobhan Gee, Oliver Howes, et al. Illustrative case studies. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198828761.003.0013.
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This chapter presents case histories illustrating key aspects of the treatment of schizophrenia based on the authors’ clinical experience of patients that they have treated over the years, although identifying details have been changed. The art of clinical practice includes interpreting and applying evidence to help individual patients who often do not fit into the categories used in clinical trials. The cases show the application of evidence, and also its limitations, in real-world settings. This emphasizes the need for the evidence discussed throughout this book to be considered in the individual context of each patient. You will see variation in the approaches taken by the expert clinicians discussing their cases, reflecting how they interpret and apply evidence in a given clinical context. Each case is followed by a series of learning points and links to other chapters in the book where the issue is considered further.
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Clair, Alicia. Music Therapy for People Who Have Alzheimer’s Disease. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.39.
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A description of the current state of music therapy research with those who have dementia and the future of music therapy in dementia care is provided in this chapter. The contents stem from many years of experience as a board-certified music therapist with those who have dementia and their care givers, and it culminates learning from clinical practice and research in the development of a theoretical framework and practice knowledge. Deep appreciation is expressed for all care receivers, and their care givers, who allowed music therapy to become part of their lives and who consented to participate in the development of knowledge to share with others. This chapter provides: (a) A review of selected clinical research studies in music therapy and dementia care, (b) updated dementia information that has implications for current music therapy practice, (c) a theoretical framework for music therapy, and (d) the theoretical principles that guide clinical music therapy practice with care receivers and caregivers.
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Rauch, Sheila A. M., and Israel Liberzon. Mechanisms of Action in Psychotherapy. Edited by Israel Liberzon and Kerry J. Ressler. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190215422.003.0019.
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Therapy at its core is based on learning, and learning at its core is biological. Experience that is not in some way encoded in the brain and/or body is lost. This chapter provides a discussion of mechanisms of therapy research in PTSD in which the goal is to understand how PTSD therapy works. First, the chapter reviews what a mechanism is and how therapeutic mechanisms are examined. It then discusses the importance of therapeutic mechanisms research within the broader realm of mental health research. It focuses on prolonged exposure (PE) therapy for PTSD as an example of application of mechanisms research methodology and begins with the presentation of a theoretical model that builds on previous theory and mechanisms research to date. While much of this model is theoretical, the goal is to show how mechanisms research may apply to clinical practice to improve precision, efficiency, and efficacy.
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Benedek, David M., and Gary H. Wynn, eds. Complementary and Alternative Medicine for PTSD. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190205959.001.0001.
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Posttraumatic stress disorder may result from exposure to a myriad of traumatic events including war, natural disaster, and interpersonal violence. Traditional methods of pharmacotherapy and psychotherapy have provided relief to many but have also failed to address the suffering of large numbers of others. This suboptimal response to traditional care leaves many both patients and providers frustrated that tools necessary to alleviate the social, occupational and interpersonal dysfunction resulting from PTSD seem lacking. Complementary and Alternative Medicine for Posttraumatic Stress Disorder, compiles the most recent understanding of many of the complementary and alternative modalities used to fill this therapeutic void. In 16 well-organized, accessible chapters, leaders in their respective fields review the latest research and the best clinical approaches for treatments including yoga, acupuncture, meditation, alternative pharmacology, and virtual reality. While chapters vary to reflect the varying degrees of present clinical experience and knowledge for these modalities, each chapter provides the most up to date understanding of neurobiology, best practices, and key points for clinicians and patients considering inclusion of these treatments in patient care. Complementary and Alternative Medicine for Posttraumatic Stress Disorder provides an excellent overview of the field and starting point for clinicians and patients interested in learning more about these treatments. For everyone from student to senior clinician this text can serve as a thoughtful reference and practical guide to everyday clinical interactions. This book can begin the journey into understanding complementary and alternative medicine for PTSD and the potential benefit for patients and clinicians.
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Gough, Christopher, Justine Barnett, Tim Cook, and Jerry Nolan, eds. Challenging Concepts in Critical Care. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198814924.001.0001.
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This book includes 18 challenging topics in critical care. Each chapter is centred on a clinically relevant case study and comprises a full case history, punctuated by evidence-based, up-to-date learning points which highlight the critical information for the reader. Every chapter has additional commentary from an expert on that topic, providing further insight to some of the key points and controversies. This book provides essential reading for those working for intensive care exams, but will also be a valuable resource for experienced critical care clinicians looking for a concise update on a range of challenging topics. The book will be of equal interest to senior intensive care unit nurses and allied health professionals. The arrangement of information around relevant case studies stimulates interest and facilitates learning.
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Franz, Carleen, Lee Ascherman, and Julia Shaftel. Collaboration and Referral. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0014.
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The final chapter summarizes the benefits of clinician support for students and families who experience academic challenges and learning problems. A review of issues covered in this volume includes the definition of learning disability, challenges in understanding differences between school and external evaluations, differences in terminology, and the lack of congruence between parental expectations for schools and what schools may actually (and appropriately) offer. Recommendations for clinicians include the importance of obtaining a thorough academic history and consideration of school performance as a critical piece of the diagnostic and treatment picture. The impact of related disorders, such as ADHD and executive function deficits, is discussed. Clinicians are advised to become familiar with school-based legal requirements, evaluations, and identification procedures for the benefit of students and their parents.
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Busemeyer, Jerome R., Zheng Wang, James T. Townsend, and Ami Eidels, eds. The Oxford Handbook of Computational and Mathematical Psychology. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199957996.001.0001.
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A comprehensive and authoritative review on most important developments in computational and mathematical psychology that have impacted many other fields in past decades. Written in tutorial style by leading scientists in each topic area, with an emphasis on examples and applications. Each chapter is self-contained and aims to engage readers with various levels of modeling experience. The Handbook covers the key developments in elementary cognitive mechanisms (e.g., signal detection, information processing, reinforcement learning), basic cognitive skills (e.g., perceptual judgment, categorization, episodic memory), higher-level cognition (e.g., Bayesian cognition, decision making, semantic memory, shape perception), modeling tools (e.g., Bayesian estimation and other new model comparison methods), and emerging new directions (e.g., neurocognitive modeling, applications to clinical psychology, quantum cognition) in computation and mathematical psychology. The chapters were written for a typical graduate student in virtually any area of psychology, cognitive science, and related social and behavioral sciences, such as consumer behavior and communication. We also expect it to be useful for readers ranging from advanced undergraduate students to experienced faculty members and researchers. Beyond being a handy reference book, it should be beneficial as a textbook for self-teaching, and for graduate level (or advanced undergraduate level) courses in computational and mathematical psychology.
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Forbes, Karen, and Jane Gibbins. Teaching and training in palliative medicine. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199656097.003.0042.
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Patients die in almost all areas of medicine; it is therefore essential for doctors to be equipped with the knowledge, skills, attitudes, and behaviours necessary to look after patients who need care at the end of life. This chapter explores what the training needs of the various doctors caring for patients with palliative care needs are, how their curricula have developed, and the variety of ways training is delivered. It suggests that learners need to move out of the classroom to achieve exposure to real clinical experience with patients approaching the end of their lives with support from seniors who acknowledge patients’ needs, role model good communication and care, and facilitate their juniors’ reflection and learning from these encounters. However, the main challenge is to encourage and develop innovative clinical and research partnerships to design, deliver, and evaluate educational packages to demonstrate how education in palliative care best benefits patients and their families.
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Boulton, Jill E., Kevin Coughlin, Debra O'Flaherty, and Alfonso Solimano, eds. ACoRN: Acute Care of at-Risk Newborns. 2nd ed. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197525227.001.0001.
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The Acute Care of at-Risk Newborns (ACoRN) program trains health care providers to stabilize that most challenging and enigmatic of medical patients: the unwell newborn. Early assessment, intervention, and management of at-risk or unstable infants can be critical for their survival and long-term health. Clinical care standards and educational programs to address these requirements are needed. The ACoRN program provides a unique, prioritized, and systematic approach to newborn stabilization for health care professionals with any degree of experience. ACoRN-trained providers learn to gather information, prioritize, intervene appropriately, and deliver high quality care to at-risk and unwell newborns in any setting. Because research and practice have advanced dramatically in recent years, the need for a new ACoRN text, the program’s centrepiece, became essential—hence the development of this new edition, which reflects current guidelines and evidence-based best practices. ACoRN teaches the concepts and skills required to stabilize unwell newborns through system-based algorithms (Sequences), each with its own chapter: respiratory, cardiovascular, neurology, surgical conditions, fluid and glucose, jaundice, thermoregulation, and infection. The ACoRN mnemonic defines stabilization steps and chapter structure: alerting signs, core steps, organization of care, response, next steps, and specific diagnosis and management. Each chapter includes educational objectives, key concepts, learning points, and at least one case scenario with questions and answers to reinforce content and learnings. This book is written for any health professional who may be required to participate in the stabilization of sick or preterm babies within their scope of practice.
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Martinez-Hurtado, Eugenio Daniel, and María Luisa Mariscal Flores, eds. An Update on Airway Management. BENTHAM SCIENCE PUBLISHERS, 2020. http://dx.doi.org/10.2174/97898114323851200301.
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In recent years, there have been many advances in the safe management of the patient's airway, a cornerstone of anesthetic practice. An Update on Airway Management brings forth information about new approaches in airway management in many clinical settings. This volume analyzes and explains new preoperative diagnostic methods, algorithms, intubation devices, extubation procedures, novelties in postoperative management in resuscitation and intensive care units, while providing a simple, accessible and applicable reading experience that helps medical practitioners in daily practice. The comprehensive updates presented in this volume make this a useful reference for anesthesiologists, surgeons and EMTs at all levels. Key topics reviewed in this reference include: New airway devices, clinical management techniques, pharmacology updates (ASA guidelines, DAS algorithms, Vortex approach, etc.), Induced and awake approaches in different settings Updates on diagnostic accuracy of perioperative radiology and ultrasonography Airway management in different settings (nonoperating room locations and emergency rooms) Airway management in specific patient groups (for example, patients suffering from morbid obesity, obstetric patients and critical patients) Algorithms and traditional surgical techniques that include emergency cricothyrotomy and tracheostomy in ‘Cannot Intubate, Cannot Ventilate’ scenarios. Learning techniques to manage airways correctly, focusing on the combination of knowledge, technical abilities, decision making, communication skills and leadership Special topics such as difficult airway management registry, organization, documentation, dissemination of critical information, big data and databases
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Jester, Rebecca, Julie Santy Tomlinson, and Jean Rogers. Oxford Handbook of Trauma and Orthopaedic Nursing. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198831839.001.0001.
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The second edition of the Oxford Handbook of Orthopaedic and Trauma Nursing is an easily accessible, practical, and comprehensive guide to orthopaedic and trauma care. Principally aimed at nurses working in the specialty, it is also a useful guide for all healthcare practitioners and students. This edition provides new information about supporting people with a learning disability within orthopaedic and trauma care settings, virtual clinics, updated management and competencies, fast-track and enhanced recovery pathways, and a stronger emphasis on the health promotion role of nurses in the field. It is written in a readable note-based style with clear illustrations and comprehensive text. The Oxford Handbook of Orthopaedic and Trauma Nursing brings together the authors’ many years of collective experience in one easy-to-use format the student and practitioner won’t want to be without.
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Riley, Richard D., Danielle van der Windt, Peter Croft, and Karel G. M. Moons, eds. Prognosis Research in Health Care. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198796619.001.0001.
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What is going to happen to me, doctor?’ ‘What outcomes am I likely to experience?’ ‘Will this treatment work for me?’ Prognosis—forecasting the future—has always been a part of medical practice and caring for the sick. In modern healthcare it now has a new importance, with large financial investments being made to personalize clinical decisions and tailor treatment strategies to improve individual health outcomes based on prognostic information. Prognosis research—the study of future outcomes in people with a particular health condition—provides the critical evidence for obtaining, evaluating, and implementing prognostic information within modern healthcare. This new book, written and edited by experts in the field, including clinicians, epidemiologists, statisticians, and other healthcare professionals, is a comprehensive and unified account of prognosis research in the broadest sense. It explains the concepts behind prognosis in medical practice and prognosis research, and provides a practical foundation for those developing, conducting, interpreting, synthesizing, and appraising prognosis studies. It recommends a framework of four basic prognosis research types, pioneered by the PROGRESS group, and provides explicit guidance on the conduct, analysis, and reporting of prognosis studies for each type. Key topics are overall prognosis in clinically relevant populations; prognostic factors associated with changes in prognosis across individuals; prognostic models for individual outcome risk prediction; and predictors of treatment effects. Examples are given of the impact of prognosis research across a broad range of healthcare topics, and the book also signals the latest developments in prognosis research, including systematic reviews and meta-analysis of prognosis studies, and the use of electronic health records and machine learning in prognosis research.
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Yennurajalingam, Sriram, and Eduardo Bruera, eds. Hospice and Palliative Medicine and Supportive Care Flashcards. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190633066.001.0001.
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In the United States, the subspecialty of hospice and palliative medicine has seen rapid growth since it was recognized by the American Board of Medical Specialties. During the past decade, there has been a dramatic increase in the number of palliative care programs and improved access to palliative and hospice for patients with life-limiting illness. There has also been an increase in the educational opportunities as well as growth of fellowship programs to train palliative care fellows. Unfortunately, there are limited study aids available for learning and retaining essential concepts in palliative care. Hospice and Palliative Medicine and Supportive Care Flashcards is a comprehensive, evidence-based book of flashcards for clinicians caring for patients who require hospice and palliative care and supportive care. Written in a clinical scenario/vignette, question-and-answer format by experts with first-hand experience in the field, the flashcards are highly readable and serve as a source of fast answers to clinical questions in the field. A total of 300 flashcards are organized into chapters by disease and provide readers with up-to-date information that follows the core curriculum of American Board of Hospice and Palliative Medicine for ease of use and rapid review for exams. This book will equip care professionals with key concepts related to the assessment and management of palliative care, making it an ideal point-of-care quick reference for physicians, nurse practitioners, fellows, residents, and students.
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Sicari, Rosa, Edyta Płońska-Gościniak, and Jorge Lowenstein. Stress echocardiography: image acquisition and modalities. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780198726012.003.0013.
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Stress echocardiography has evolved over the last 30 years but image interpretation remains subjective and burdened by the operator’s experience. The objective operator-independent assessment of myocardial ischaemia during stress echocardiography remains a technological challenge. Still, adequate quality of two-dimensional images remains a prerequisite to successful quantitative analysis, even using Doppler and non-Doppler based techniques. No new technology has proved to have a higher diagnostic accuracy than conventional visual wall motion analysis. Tissue Doppler imaging and derivatives may reduce inter-observer variability, but still require a dedicated learning curve and special expertise. The development of contrast media in echocardiography has been slow. In the past decade, transpulmonary contrast agents have become commercially available for clinical use. The approved indication for the use of contrast echocardiography currently lies in improving endocardial border delineation in patients in whom adequate imaging is difficult or suboptimal. Real-time three-dimensional echocardiography is potentially useful but limited by low spatial and temporal resolution. It is possible that these technologies may serve as an adjunct to expert visual assessment of wall motion. At present, these quantitative methods require further validation and simplification of analysis techniques.
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Rushing, Sara. The Virtues of Vulnerability. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197516645.001.0001.
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There are many locations, relationships, and experiences through which we learn what it means to be a citizen. Contemporary healthcare—or “the clinic”—is one of those sites. Being drawn into the complex “medical-legal-policy-insurance nexus” as a patient entails all sorts of learning, including, it is argued here, political learning. When we are subjected as a patient, frequently through a discourse of “choice and control,” or “patient autonomy,” what do we learn? What happens when the promise of a certain kind of autonomy is accompanied by demands for a certain kind of humility? What do we learn about agency and self-determination, as well as trust, self-knowledge, dependence, and resistance under such conditions of acute vulnerability? This book explores these questions on a journey through medicalized encounters with giving birth, navigating death and dying, and seeking treatment for life-altering mental illness (here post-traumatic stress disorder among veterans). While the body has always posed a problem for Western thought, and has been treated as an obstacle to freedom and independence and something our rational capacity must master and control, this book aims to counter that intellectual-historical and political tendency by asking how we might reimagine the political potential of embodiment, or make space for considering “the virtues of vulnerability.” In particular, the book offers a novel conception of democratic citizen-subjectivity, grounded in an ethical disposition of humility-informed-relational-autonomy.
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Daley, Dennis C., and Antoine B. Douaihy. Managing Your Substance Use Disorder. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190926670.001.0001.
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This is a recovery workbook that provides clients with practical information and skills to help them understand and change their problems with alcohol, tobacco, or other drugs, such as marijuana, cocaine or methamphetamine, heroin or fentanyl, or nonprescribed addictive medications. The workbook is designed to be used in therapy or counseling and will help to focus on specific issues involved in stopping substance use and in changing behaviors that keep substance use problems active. The information presented is derived from research, clinical and recovery literature, and the authors’ many years of experience working with clients who have alcohol, tobacco, and other drug problems. It discusses the most effective and helpful recovery issues and change strategies from studies of cognitive-behavioral treatment, coping skills training, 12-step counseling, and relapse prevention. These treatment approaches focus on the importance of changing beliefs, thinking, relationships, and behaviors and learning skills to help clients stay sober and change their lives. The goals of this workbook are to help clients reach maximum treatment benefit by motivating them to develop and implement a personal change plan and to provide them with practical strategies and skills to cope with the most common problems and challenges encountered when substance use is stopped.
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Ferguson, Robert, and Karen Gillock. Memory and Attention Adaptation Training. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197521571.001.0001.
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Memory and Attention Adaptation Training (MAAT) is a cognitive-behavioral therapy (CBT) designed to help cancer survivors self-manage and mitigate the late and long-term effects of cancer and cancer therapy on memory function. Cancer-related cognitive impairment (CRCI) is a set of mild to moderate memory and attention impairments that can have an adverse influence on quality of life. CRCI symptoms tend to present during active treatment, but for some individuals cognitive changes can persist for years. While the exact prevalence of CRCI is unknown, review of the literature estimates that nearly half of all survivors may experience some form of CRCI. Causes of CRCI are multiple and are the subject of continued research. Chemotherapy, genetic vulnerability, neurovascular damage, inflammation, and hormonal/endocrine disruption have all been identified as candidate mechanisms of persistent cognitive change. Given the multiple causal mechanisms, finding a biomedical treatment for CRCI remains elusive. MAAT was developed as a CBT to help cancer survivors make adaptive behavioral and cognitive changes to improve performance in the valued activities that CRCI hinders. MAAT consists of eight visits and has been designed for administration through telehealth technology, improving access to survivorship care that so many cancer survivors may lack after the time and expense of cancer treatment. Survivors are provided a workbook they can use to work with their clinician and to reinforce learning and adaptive coping. This clinician manual guides the clinician step by step on MAAT administration and provides background on the theoretical underpinnings of CRCI and MAAT.
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Bhaumik, Sabyasachi, and Regi Alexander, eds. Oxford Textbook of the Psychiatry of Intellectual Disability. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198794585.001.0001.
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Intellectual Disability (ID), a lifelong condition characterized by an impairment of intellectual functioning and deficits in adaptive skills is part of a spectrum of developmental disorders which also includes other conditions like autism and ADHD. While psychiatric problems are three to four times more common in those with ID, diagnosing it can be fraught with difficulties due to associated communication problems, atypical presentations, overlap with physical conditions, and experience of marginalization and abuse. In addition, treatment approaches may be different and the potential for treatment-related side effects greater. With a range of international experts authoring its chapters and providing the up-to-date evidence base in assessment, diagnosis, and treatment of mental health problems in people with ID, this book will be useful not just for the trainee doctor in psychiatry, but also for those in allied professions like general practice, nursing, psychology, speech and language therapy, social work, and occupational therapy as well as family members and carers and all those involved in any way with organizing or delivering care and treatment for people with intellectual disability and mental health problems. Throughout, the book addresses issues that are of relevance to those on the frontline and hence most chapters offer examples of clinical issues that come up in day to day practice. There are also a number of single response multiple choice questions that will serve as an aid to learning.